Module 5 What, Why, and How to Evaluate a Curriculum.pptx

What, Why, and How to Evaluate a Curriculum

1. Pre pared by: Ma. Divina Kristi A. Discar Module 5 Curriculum Evaluation WHAT, WHY, & HOW TO EVALUATE A CURRICULUM

2. Acquire clear understanding of what curriculum evaluation is OBJECTIVE 1 Explain the need to evaluate the curriculum and how it’s being done OBJECTIVE 2 Expand knowledge about different curriculum evaluation models OBJECTIVE 3 WHAT WHY HOW

3. CONTENT FOCUS 03 WHAT Curriculum Evaluation: A Process and A Tool 01 02 Reasons for Curriculum Evaluation Curriculum Evaluation Models WHY HOW

4. It looks into educational reforms or innovations that happen in the teacher’s classrooms, the school, district, division, or the whole educational system. CURRICULUM EVALUATION

5. Written Planned Implemented CURRICULUM EVALUATION

6. 1. Do planned courses, programs, activities as written and implemented produce desired outcomes? It is an attempt to answer two big questions: 2. How can these school curricula be improved?

7. Two ways of looking at curriculum evaluation: Curriculum Program Evaluation Components of a curricular Program

8. Two ways of looking at curriculum evaluation: Components of a curricular Program -refers directly to the assessment of curriculum contents and processes Curriculum Program Evaluation - over-all aspects of a curriculum as a subject, degree program, curriculum reform program

9. CONTENT FOCUS 03 WHAT Curriculum Evaluation: A Process and A Tool 01 02 Reasons for Curriculum Evaluation Curriculum Evaluation Models WHY HOW

10. WHAT Curriculum Evaluation: A Process and a Tool 01

11. A Process A Tool - It follows a procedure based on models and frameworks - helps to judge the worth and merit of the program and innovation or curricular change 01 WHAT I Curriculum Evaluation

12. Ornstein, A & Hunkins, F. (1998) McNeil, J (1997) Gay, L. (1985) Oliva, P. (1988) 01 WHAT I Curriculum Evaluation

13. Ornstein, A & Hunkins, F. (1998) Curriculum Evaluation is a process done in order to gather data that enables one to decide whether to accept, change, eliminate the whole curriculum of a textbook 01 WHAT I Curriculum Evaluation

14. McNeil, J (1997) 1. Do planned learning opportunities, programs, courses, and activities as developed and organized produce desired results? 2. How can a curriculum best improved? Evaluation answers 2 questions: 01 WHAT I Curriculum Evaluation

15. Gay, L. (1985) Evaluation is to identify the weaknesses and strengths as well as problems encountered in the implementation, to improve the curriculum development process. It is to determine the effectiveness of and returns on allocated finance 01 WHAT I Curriculum Evaluation

16. Oliva, P. (1988) Evaluation is a process of delineating, obtaining and providing useful information for judging alternatives for purposes of modifying, or eliminating the curriculum 01 WHAT I Curriculum Evaluation

17. Ornstein, A & Hunkins, F. (1998) McNeil, J (1997) Gay, L. (1985) Oliva, P. (1988) 01 WHAT I Curriculum Evaluation

18. WHY Reasons for Curriculum Evaluation 02

19. needs assessment terminal assessment monitoring decision making 02 WHY I Reasons for Curriculum Evaluation

20. Curriculum evaluation identifies the strength and weaknesses of an existing curriculum that will be the basis of the intended plan, design or implementation 02 WHY I Reasons for Curriculum Evaluation needs assessment

21. When evaluation is done in the middle of the curriculum development, it will tell if the designed or implemented curriculum can produce or is producing the desired results 02 WHY I Reasons for Curriculum Evaluation monitoring

22. Curriculum evaluation will guide whether the results have equaled or exceeded the standards, thus can be labelled as success. 02 WHY I Reasons for Curriculum Evaluation terminal assessment

23. Curriculum evaluation provides information necessary for teachers, school managers, curriculum specialist for policy recommendations that will enhance achieved learning outcomes 02 WHY I Reasons for Curriculum Evaluation decision making

24. HOW CURRICULUM EVALUATION MODELS 03

25. Bradley Effectiveness Model Daniel Stufflebeam’s CIPP Tyler Objectives- Centered Model Stake Responsive Model 03 HOW I CURRICULUM EVALUATION MODELS Scriven Consumer Oriented Evaluation

26. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS wrote a handbook on Curriculum Leadership and Development LH Bradley -provides indicators that can help measure the effectiveness of a developed or written curriculum

27. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS Indicators Descriptive Questions Yes or No Vertical Curriculum Continuity Does the curriculum reflect the format that enables teachers to quickly access what is being taught in the grade/year levels below or above the current level?

28. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS Indicators Descriptive Questions Yes or No Horizontal Curriculum Continuity Does the curriculum provide content and objectives that are common to all classes of the same grade level?

29. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS Indicators Descriptive Questions Yes or No Instruction based on Curriculum Are lesson plans/syllabi/course design derived from the curriculum and strategies? Are materials used correlated with the content, objectives and activities?

30. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS Indicators Descriptive Questions Yes or No Broad Involvement Is there involvement of the different curriculum stakeholders in the planning, designing and implementation and review of the curriculum?

31. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS Indicators Descriptive Questions Yes or No Long Range Planning Is review cycle followed within the period of planning and implementation of the curriculum?

32. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS Indicators Descriptive Questions Yes or No Positive Human Relation s Did the initial thoughts about the curriculum come from teacher s, principals, curriculum leaders and other stakeholders?

33. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS Indicators Descriptive Questions Yes or No Theory-Into Practice Is there clarity of vision, mission, graduation outcomes, program philosophy, learning outcomes in the curriculum?

34. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS Indicators Descriptive Questions Yes or No Planned Change Are there tangible evidence to show that the internal and external publics accept the developed program?

35. Bradley Effectiveness Model 03 HOW I CURRICULUM EVALUATION MODELS -if any of the indicators is answered with a “No”, actions should be made to make it Yes.

36. 03 HOW I CURRICULUM EVALUATION MODELS wrote a monograph entitled Principles of Curriculum and Instruction Ralph Tyler (1950) Tyler Objectives- Centered Model

37. 03 HOW I CURRICULUM EVALUATION MODELS Curriculum Elements Evaluation Process Action Taken Yes or No Objectives / ILO Pre-determine intended learning outcomes or objectives Tyler Objectives- Centered Model

38. 03 HOW I CURRICULUM EVALUATION MODELS Curriculum Elements Evaluation Process Action Taken Yes or No Situation or Context Identify the situation/ context that gives opportunity to develop behavior or achieve objective. Tyler Objectives- Centered Model

39. 03 HOW I CURRICULUM EVALUATION MODELS Curriculum Elements Evaluation Process Action Taken Yes or No Evaluation Instruments/Tools Select, modify and construct evaluation instruments or tools. Check its objectivity, reliability, and validity. Tyler Objectives- Centered Model

40. 03 HOW I CURRICULUM EVALUATION MODELS Curriculum Elements Evaluation Process Action Taken Yes or No Utilization of Tool Utilize the tools to obtain results Compare the results obtained from several instruments before and after to determine the change Tyler Objectives- Centered Model

41. 03 HOW I CURRICULUM EVALUATION MODELS Curriculum Elements Evaluation Process Action Taken Yes or No Analysis of Results Analyze the results obtained to determine strength and weaknesses. Identify possible explanation about the reasons Tyler Objectives- Centered Model

42. 03 HOW I CURRICULUM EVALUATION MODELS Curriculum Elements Evaluation Process Action Taken Yes or No Utilization of Results Use the results to make the necessary modifications Tyler Objectives- Centered Model

43. 03 HOW I CURRICULUM EVALUATION MODELS -if obtained all YES answer, would mean the curriculum has PASSED the standards Tyler Objectives- Centered Model

44. 03 HOW I CURRICULUM EVALUATION MODELS Context, Input, Process, Product (CIPP) Model Daniel Stufflebeam Daniel Stufflebeam’s CIPP -emphasized that the result of evaluation should provide data for decision making

45. 03 HOW I CURRICULUM EVALUATION MODELS Daniel Stufflebeam’s CIPP Context Evaluation Process Evaluation Input Evaluation Product Evaluation Identify the kind of decisions to be made. Identify the kinds of data to make that decision Collect the data needed Establish the criteria to determine quality of data Analyze data based on the criteria Organize needed information needed for decision makers.

46. 03 HOW I CURRICULUM EVALUATION MODELS Robert Stake (1975) --it is oriented more directly to program activities than program intents. Stake Responsive Model

47. 03 HOW I CURRICULUM EVALUATION MODELS Meets with stakeholders to identify their perspectives and intensions regarding curriculum evaluation. Draws from Step 1 documents to determine the scope of evaluation Observes the curriculum closely to identify the unintended sense of implementation and any deviations from announced intents Identifies the stated real purposes of the program and the various audiences Stake Responsive Model

48. 03 HOW I CURRICULUM EVALUATION MODELS Identifies the problems of the curriculum evaluation at hand and identifies an evaluation design with needed data Selects the means needed to collect data or information Implements the data collection procedure Organizes the information into themes Decides with stakeholders the most appropriate formats for the report Stake Responsive Model

49. 03 HOW I CURRICULUM EVALUATION MODELS Michael Scriven (1967) Scriven Consumer Oriented Evaluation

50. 03 HOW I CURRICULUM EVALUATION MODELS Using the checklist for Instructional material Review or evaluation, may help any curricularist make a decision to which textbooks, modules, or any instructional support material will be used , revised, modified, or rejected. Scriven Consumer Oriented Evaluation

51. A Simple Way of Curriculum Evaluation Process Does the curriculum emphasize learning outcomes? Does the implemented curriculum require less demands? Can this curriculum be applied to any particular level? Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d) tested (e) learned Does the curriculum include formative assessment?

52. A Simple Way of Curriculum Evaluation Process Does the curriculum include summative assessment? Does the curriculum provide quantitative methods of assessment? Does the curriculum provide qualitative methods of assessment? Can the curriculum provide the data needed for decision making? Are the findings of evaluation available to stakeholders?

53. Steps in Conducting a Curriculum Evaluation

54. Steps in Conducting a Curriculum Evaluation

55. Steps in Conducting a Curriculum Evaluation

56. Steps in Conducting a Curriculum Evaluation

57. Steps in Conducting a Curriculum Evaluation

58. Steps in Conducting a Curriculum Evaluation

59. Steps in Conducting a Curriculum Evaluation

60. Steps in Conducting a Curriculum Evaluation

61. Pre pared by: Ma. Divina Kristi A. Discar WHAT, WHY, & HOW TO EVALUATE A CURRICULUM THANK YOU!